History 300 African-American History

HIS 300 – Student Notes

Week

Preparation, Activities, and Evaluation

Points

1

Preparation

· Reading(s)

· Chapter 1: Africa CA.6000 BCE – CA. 1600 CE

· Chapter 2: Middle Passage 1450-1809

· e-Activity

· Watch the video titled “THE Middle Passage Documentary by Steven Spielberg” (46 min 32 s). Be prepared to discuss. Video source: YouTube. (2013, November 2). THE Middle Passage Documentary by Steven Spielberg [Video file]. Retrieved from http://youtu.be/yvhKeJ6m3rY. This video can be viewed from within your online course shell.

Activities

· Discussion

Evaluation

· None

20

2

Preparation

· Reading(s)

· Chapter 3: Black People in Colonial North America 1526-1763

· Chapter 4: Rising Expectations: African Americans and the Struggle for Independence 1763-1783

· Chapter 5: African Americans in the New Nation 1783-1820

· e-Activities

· Go to Colonial Williamsburg’s Website to read the article titled “Fighting…Maybe for Freedom, but probably not”, located at http://www.history.org/Foundation/journal/Autumn07/slaves.cfm. Be prepared to discuss.

· Watch the video titled “James Horton on Slavery and the American Revolution” (4 min 2 s). Be prepared to discuss. Video source: YouTube. (2009, April 17). James Horton on Slavery and the American Revolution [Video file]. Retrieved from http://www.youtube.com/watch?v=GhwSACtj7Mg. This video can be viewed from within your online course shell.

Activities

· Discussion

Evaluation

· None

20

3

Preparation

· Reading(s)

· Chapter 6: Life in the Cotton Kingdom 1793-1861

· Chapter 7: Free Black People in Antebellum America 1820-1861

· Chapter 8: Opposition to Slavery 1730-1833

· e-Activities

· Watch the video titled “The History of Slavery In America (part 1 of 3)” (9 min 54 s) from 3:15 to 9:54. Be prepared to discuss. Video source: YouTube. (2009, January 31). The History of Slavery In America (part 1 of 3) [Video file]. Retrieved from http://www.youtube.com/watch?v=Jc1RbUxQv4E. This video can be viewed from within your online course shell.

· Go to PBS’ Website to read the article titled “Free Blacks Lived in the North, Right?” located at http://www.pbs.org/wnet/african-americans-many-rivers-to-cross/history/free-blacks-lived-in-the-north-right/. Be prepared to discuss.

Activities

· Discussion

Evaluation

· None

20

4

Preparation

· Reading(s)

· Chapter 9: Let Your Motto Be Resistance 1833-1850

· Chapter 10: “And Black People Were at the Heart of It”: The United States Disunites over Slavery 1846-1861

· Chapter 11: Liberation: African Americans and The Civil War 1861-1865

· e-Activities

· Go to PBS’ Website to read the article titled “David Walker’s Appeal”, located at http://www.pbs.org/wgbh/aia/part4/4h2931t.html. Be prepared to discuss.

· Go to the Weider History Network’s Website to read the article titled “Abolitionist Movement”, located at http://www.historynet.com/abolitionist-movement. Next, go to PBS’ Website to read the article titled “Dred Scott case: the Supreme Court decision” located at http://www.pbs.org/wgbh/aia/part4/4h2933.html. Be sure to read the historical document and be ready to include it in your discussion posts.

Activities

· Discussion

Evaluation

· Exam 1: Chapters 1 through 8

20

140

5

Preparation

· Reading(s)

· Chapter 12: The Meaning of Freedom: The Promise of Reconstruction 1865-1868

· Chapter 13: The Meaning of Freedom: The Failure of Reconstruction 1868-1877

· e-Activities

· Go to History’s Website and read the article titled “Missouri Compromise” located at http://www.history.com/topics/missouri-compromise. Next, go to History’s Website to read the article titled “Fugitive Slave Act” located at http://www.history.com/topics/fugitive-slave-acts. Be prepared to discuss.

· Go to the National Archives & Records Administration’s Website to read the “The Emancipation Proclamation”, located at http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/transcript.html. Be prepared to discuss.

Activities

· Discussion

Evaluation

· Assignment 1: From First Contact to the Civil War

20

180

6

Preparation

· Reading(s)

· Chapter 14: White Supremacy Triumphant: African Americans in the South In The Late Nineteenth Century 1877-1895

· Chapter 15: African Americans Challenge White Supremacy 1877-1918

· e-Activities

· Go to the National Humanities Center’s Website and read the article titled “’Somewhere’ in the Nadir of African American History, 1890-1920,” located at http://nationalhumanitiescenter.org/tserve/freedom/1865-1917/essays/nadir.htm. Be prepared to discuss.

· Go to the African American Odyssey’s Website and read the article titled “The Booker T. Washington Era”, located at http://memory.loc.gov/ammem/aaohtml/exhibit/aopart6.html. Be prepared to discuss.

Activities

· Discussion

Evaluation

· None

20

7

Preparation

· Reading(s)

· Chapter 16: Conciliation, Agitation, and Migration: African Americans in the Early Twentieth Century 1895-1928

· Chapter 17: African Americans and the 1920s 1915-1928

· e-Activity

· Go to PBS’ Website and read the article titled “National Association of Colored Women,” located at http://www.pbs.org/wnet/jimcrow/stories_org_nacw.html. Last, go to the Martin Luther King, Jr. Research and Education Institute’s Website and read the article titled “National Association for the Advancement of Colored People (NAACP),” located at http://mlk-kpp01.stanford.edu/index.php/encyclopedia/encyclopedia/enc_national_association_for_the_advancement_of_colored_people_naacp1/. Be prepared to discuss.

Activities

· Discussion

Evaluation

· None

20

8

Preparation

· Reading(s)

· Chapter 18: Black Protests, the Great Depression, and the New Deal

· Chapter 19: Meanings of Freedom: Culture and Society in the 1930s, 1940s, and 1950s 1930-1950

· Chapter 20: The World War II Era and the Seeds of a Revolution 1936-1948

· e-Activity

· Go to the Amistad Digital Resource Website and read the article titled “The Great Depression,” located at http://www.amistadresource.org/plantation_to_ghetto/the_great_depression.html. Be prepared to discuss.

Activities

· Discussion

Evaluation

· Exam 2: Chapters 9 through 17

20

140

9

Preparation

· Reading(s)

· Chapter 21: The Long Freedom Movement 1950-1965

· Chapter 22: Black Nationalism, Black Power, Black Arts 1965-1980

· e-Activities

· Go to American Civil Liberties Union’s Website and read the article titled, “Honoring the Women of the Civil Rights Movement,” located at https://www.aclu.org/blog/racial-justice-womens-rights/honoring-women-civil-rights-movement. Be prepared to discuss.

· Go to UShistory.org’s Website and read the article titled, “A New Civil Rights Movement,” located at http://www.ushistory.org/us/54.asp. Be prepared to discuss.

Activities

· Discussion

Evaluation

· Assignment 2: The Struggle for Freedom and Equality in the 20th Century

20

180

10

Preparation

· Reading(s)

· Chapter 23: African Americans at the Millennium 1980-2010

· Chapter 24: The Triumph of Black Politics: 1980 to the Present: The President Obama Era, 1980-2012

Activities

· Discussion

Evaluation

· None

20

11

Preparation

· Reading(s): None

Activities

· Discussion

Evaluation

· Exam 3: Chapters 18 through 24

20

140

Assignment

Total Points

% of

Grade

Assignment 1: From First Contact to the Civil War

180

18%

Assignment 2: The Struggle for Freedom and Equality in the 20th Century

180

18%

Exam 1: Chapters 1-8, 35 questions worth 4 points apiece

140

14%

Exam 2: Chapters 9-17, 35 questions worth 4 points apiece

140

14%

Exam 3: Chapters 18-24, 35 questions worth 4 points apiece

140

14%

Tests are open book with a 2-hour time limit and consist of multiple-choice questions.

Participation (11 discussions worth 20 points apiece)

220

22%

Total

1,000

100%

Points

Percentage

Grade

900 – 1,000

90% – 100%

A

800 – 899

80% – 89%

B

700 – 799

70% – 79%

C

600 – 699

60% – 69%

D

Below 600

Below 60%

F

HIS 300 – African-American History

Points: 180

Assignment 1: From First Contact to the Civil War

Criteria

Unacceptable

Below 60% F

Meets Minimum Expectations

60-69% D

Fair

70-79% C

Proficient

80-89% B

Exemplary

90-100% A

1. Explain the principal manner in which the survival of African- Americans from colonial through Civil War times is inextricably rooted in West African traditions. Support your response with at least two (2) aspects of African culture that had survived and manifested themselves in the daily lives of both free and enslaved African-Americans.

Weight: 23%

Did not submit or incompletely explained the principal manner in which the survival of African- Americans from colonial through Civil War times is inextricably rooted in West African traditions. Did not submit or incompletely supported your response with at least two (2) aspects of African culture that had survived and manifested themselves in the daily lives of both free and enslaved African- Americans.

Insufficiently explained the principal manner in which the survival of African- Americans from colonial through Civil War times is inextricably rooted in West African traditions. Insufficiently supported your response with at least two (2) aspects of African culture that had survived and manifested themselves in the daily lives of both free and enslaved African- Americans.

Partially explained the principal manner in which the survival of African- Americans from colonial through Civil War times is inextricably rooted in West African traditions. Partially supported your response with at least two (2) aspects of African culture that had survived and manifested themselves in the daily lives of both free and enslaved African- Americans.

Satisfactorily explained the principal manner in which the survival of African- Americans from colonial through Civil War times is inextricably rooted in West African traditions. Satisfactorily supported your response with at least two (2) aspects of African culture that had survived and manifested themselves in the daily lives of both free and enslaved African- Americans.

Thoroughly explained the principal manner in which the survival of African- Americans from colonial through Civil War times is inextricably rooted in West African traditions. Thoroughly supported your response with at least two (2) aspects of African culture that had survived and manifested themselves in the daily lives of both free and enslaved African- Americans.

2. Investigate at least two (2) events between 1619‒1860 that demonstrate the ability of enslaved and free African-Americans to overcome the legal limitations on their claims to dignity and self-respect. Provide your rationale for selecting the two (2) events in question. Weight: 24%

Did not submit or incompletely investigated at least two (2) events between 1619‒1860 that demonstrate the ability of enslaved and free African- Americans to overcome the legal limitations on their claims to dignity and self-respect. Did not submit or incompletely provided your rationale for selecting the two (2) events in question.

Insufficiently investigated at least two (2) events between 1619‒1860 that demonstrate the ability of enslaved and free African- Americans to overcome the legal limitations on their claims to dignity and self-respect. Insufficiently provided your rationale for selecting the two (2) events in question.

Partially investigated at least two (2) events between 1619‒1860 that demonstrate the ability of enslaved and free African- Americans to overcome the legal limitations on their claims to dignity and self-respect. Partially provided your rationale for selecting the two (2) events in question.

Satisfactorily investigated at least two (2) events between 1619‒1860 that demonstrate the ability of enslaved and free African- Americans to overcome the legal limitations on their claims to dignity and self-respect. Satisfactorily provided your rationale for selecting the two (2) events in question.

Thoroughly investigated at least two (2) events between 1619‒1860 that demonstrate the ability of enslaved and free African- Americans to overcome the legal limitations on their claims to dignity and self-respect. Thoroughly provided your rationale for selecting the two (2) events in question.

3. Examine the manner in which your two (2) chosen events showcase the ability of the U.S. Constitution and Declaration of Independence to live up to their promises. Include specific examples from both documents that reinforce your argument.

Weight: 23%

Did not submit or incompletely examined the manner in which your two (2) chosen events showcase the ability of the U.S. Constitution and Declaration of Independence to live up to their promises. Did not submit or incompletely included specific examples from both documents that reinforce your argument.

Insufficiently examined the manner in which your two (2) chosen events showcase the ability of the U.S. Constitution and Declaration of Independence to live up to their promises. Insufficiently included specific examples from both documents that reinforce your argument.

Partially examined the manner in which your two (2) chosen events showcase the ability of the U.S. Constitution and Declaration of Independence to live up to their promises. Partially included specific examples from both documents that reinforce your argument.

Satisfactorily examined the manner in which your two (2) chosen events showcase the ability of the U.S. Constitution and Declaration of Independence to live up to their promises. Satisfactorily included specific examples from both documents that reinforce your argument.

Thoroughly examined the manner in which your two (2) chosen events showcase the ability of the U.S. Constitution and Declaration of Independence to live up to their promises. Thoroughly included specific examples from both documents that reinforce your argument.

4. 3 references

Weight: 5%

No references provided

Does not meet the required number of references; all references poor quality choices.

Does not meet the required number of references; some references poor quality choices.

Meets number of required references; all references high quality choices.

Exceeds number of required references; all references high quality choices.

5. Writing / Support for ideas

Weight: 5%

Never uses reasons and evidence that logically support ideas.

Rarely uses reasons and evidence that logically support ideas.

Partially uses reasons and evidence that logically support ideas.

Mostly uses reasons and evidence that logically support ideas.

Consistently uses reasons and evidence that logically support ideas.

6. Writing / Grammar and mechanics

Weight: 5%

Serious and persistent errors in grammar, spelling, and punctuation.

Numerous errors in grammar, spelling, and punctuation.

Partially free of errors in grammar, spelling, and punctuation.

Mostly free of errors in grammar, spelling, and punctuation.

Free of errors in grammar, spelling, and punctuation.

7. Writing and Information Literacy / Integration of Sources

Weight: 5%

Serious errors in the integration of sources, such as intentional or accidental plagiarism or failure to use in-text citations.

Sources are rarely integrated using effective techniques of quoting, paraphrasing, and summarizing, using in-text citations.

Sources are partially integrated using effective techniques of quoting, paraphrasing, and summarizing, using in-text citations.

Sources are mostly integrated using effective techniques of quoting, paraphrasing, and summarizing, using in-text citations.

Sources are consistently integrated using effective techniques of quoting, paraphrasing, and summarizing, using in-text citations.

8. Information Literacy / Crediting Sources in APA

Weight: 5%

Lack of citations and / or lack of reference section and / or citations don’t correspond to listed references.

In-text citations and references are given, but not in APA format.

Partially shows correct (or approximately correct) use of in-text citations, with matching references. using APA format.

Mostly shows correct use of in-text citations with matching references using APA format.

Consistently shows correct use of In-text citations with matching references using APA format.

9. Information Literacy / Research

Weight: 5%

Quantity and / or quality of sources are unacceptable.

References are not sufficient; References are not aligned to the topic or are from sources that are not of high quality.

Some references are not aligned to the topic or are from sources that are not of high quality – or there are an insufficient number of quality references.

References are sufficient and mostly relate to the topic and are of high quality.

References are sufficient, clearly relate to the topic and are of high quality.

Points: 180

Assignment 2: The Struggle for Freedom and Equality in the 20th Century

Criteria

Unacceptable

Below 60% F

Meets Minimum Expectations

60-69% D

Fair

70-79% C

Proficient

80-89% B

Exemplary

90-100% A

1. Examine at least two (2) of the primary methods that African- Americans in the early twentieth century used in order to overcome the policies of segregation that were codified at the federal, state, or local level, and determine the effectiveness of the methods in question. Provide a rationale for your response.

Weight: 23%

Did not submit or incompletely examined at least two (2) of the primary methods that African-Americans in the early twentieth century used in order to overcome the policies of segregation that were codified at the federal, state, or local level, and did not submit or incompletely determined the effectiveness of the methods in question. Did not submit or incompletely provided a rationale for your response.

Insufficiently examined at least two (2) of the primary methods that African- Americans in the early twentieth century used in order to overcome the policies of segregation that were codified at the federal, state, or local level, and insufficiently determined the effectiveness of the methods in question. Insufficiently provided a rationale for your response.

Partially examined at least two (2) of the primary methods that African- Americans in the early twentieth century used in order to overcome the policies of segregation that were codified at the federal, state, or local level, and partially determined the effectiveness of the methods in question. Partially provided a rationale for your response.

Satisfactorily examined at least two (2) of the primary methods that African- Americans in the early twentieth century used in order to overcome the policies of segregation that were codified at the federal, state, or local level, and satisfactorily determined the effectiveness of the methods in question. Satisfactorily provided a rationale for your response.

Thoroughly examined at least two (2) of the primary methods that African- Americans in the early twentieth century used in order to overcome the policies of segregation that were codified at the federal, state, or local level, and thoroughly determined the effectiveness of the methods in question. Thoroughly provided a rationale for your response.

2. Specify two (2) catalysts that contributed to the beginnings of the modern Civil Rights Movement. Justify your response. Weight: 22%

Did not submit or incompletely specified two (2) catalysts that contributed to the beginnings of the modern Civil Rights Movement. Did not submit or incompletely justified your response.

Insufficiently specified two (2) catalysts that contributed to the beginnings of the modern Civil Rights Movement. Insufficiently justified your response.

Partially specified two (2) catalysts that contributed to the beginnings of the modern Civil Rights Movement. Partially justified your response.

Satisfactorily specified two (2) catalysts that contributed to the beginnings of the modern Civil Rights Movement. Satisfactorily justified your response.

Thoroughly specified two (2) catalysts that contributed to the beginnings of the modern Civil Rights Movement. Thoroughly justified your response.

3. Determine two (2) goals of the Civil Rights Movement, and explore the fundamental reasons these goals had limited effect during and after the 1960s. Focus on the areas of class, gender, and sexuality. Justify your response.

Weight: 25%

Did not submit or incompletely determined two (2) goals of the Civil Rights Movement, and did not submit or incompletely explored the fundamental reasons these goals had limited effect during and after the 1960s. Did not submit or incompletely focused on the areas of class, gender, and sexuality. Did not submit or incompletely justified your response.

Insufficiently determined two (2) goals of the Civil Rights Movement, and insufficiently explored the fundamental reasons these goals had limited effect during and after the 1960s. Insufficiently focused on the areas of class, gender, and sexuality. Insufficiently justified your response.

Partially determined two (2) goals of the Civil Rights Movement, and partially explored the fundamental reasons these goals had limited effect during and after the 1960s. Partially focused on the areas of class, gender, and sexuality. Partially justified your response.

Satisfactorily determined two (2) goals of the Civil Rights Movement, and satisfactorily explored the fundamental reasons these goals had limited effect during and after the 1960s. Satisfactorily focused on the areas of class, gender, and sexuality. Satisfactorily justified your response.

Thoroughly determined two (2) goals of the Civil Rights Movement, and thoroughly explored the fundamental reasons these goals had limited effect during and after the 1960s. Thoroughly focused on the areas of class, gender, and sexuality. Thoroughly justified your response.

4. 3 references

Weight: 5%

No references provided

Does not meet the required number of references; all references poor quality choices.

Does not meet the required number of references; some references poor quality choices.

Meets number of required references; all references high quality choices.

Exceeds number of required references; all references high quality choices.

5. Writing / Support for ideas

Weight: 5%

Never uses reasons and evidence that logically support ideas.

Rarely uses reasons and evidence that logically support ideas.

Partially uses reasons and evidence that logically support ideas.

Mostly uses reasons and evidence that logically support ideas.

Consistently uses reasons and evidence that logically support ideas.

6. Writing / Grammar and mechanics

Weight: 5%

Serious and persistent errors in grammar, spelling, and punctuation.

Numerous errors in grammar, spelling, and punctuation.

Partially free of errors in grammar, spelling, and punctuation.

Mostly free of errors in grammar, spelling, and punctuation.

Free of errors in grammar, spelling, and punctuation.

7. Writing and Information Literacy / Integration of Sources

Weight: 5%

Serious errors in the integration of sources, such as intentional or accidental plagiarism or failure to use in-text citations.

Sources are rarely integrated using effective techniques of quoting, paraphrasing, and summarizing, using in-text citations.

Sources are partially integrated using effective techniques of quoting, paraphrasing, and summarizing, using in-text citations.

Sources are mostly integrated using effective techniques of quoting, paraphrasing, and summarizing, using in-text citations.

Sources are consistently integrated using effective techniques of quoting, paraphrasing, and summarizing, using in-text citations.

8. Information Literacy / Crediting Sources in APA

Weight: 5%

Lack of citations and / or lack of reference section and / or citations don’t correspond to listed references.

In-text citations and references are given, but not in APA format.

Partially shows correct (or approximately correct) use of in-text citations, with matching references using APA format.

Mostly shows correct use of in-text citations with matching references using APA format.

Consistently shows correct use of In-text citations with matching references using APA format.

9. Information Literacy / Research

Weight: 5%

Quantity and / or quality of sources are unacceptable.

References are not sufficient; References are not aligned to the topic or are from sources that are not of high quality.

Some references are not aligned to the topic or are from sources that are not of high quality – or there are an insufficient number of quality references.

References are sufficient and mostly relate to the topic and are of high quality.

References are sufficient, clearly relate to the topic and are of high quality.

HIS 300 – Assignments and Rubrics